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Spatial reasoning skills about 2D representations of 3D geometrical shapes in grades 4 to 9

Spatial reasoning skills about 2D representations of 3D geometrical shapes in grades 4 to 9
Spatial reasoning skills about 2D representations of 3D geometrical shapes in grades 4 to 9
Given the important role played by students’ spatial reasoning skills, in this paper we analyse how students use these skills to solve problems involving 2D representations of 3D geometrical shapes. Using data from in total 1357 grades 4 to 9 students, we examine how they visualise shapes in the given diagrams and make use of properties of shapes to reason. We found that using either spatial visualisation or property-based spatial analytic reasoning is not enough for the problems that required more than one step of reasoning, but also that these two skills have to be harmonised by domain-specific knowledge in order to overcome the perceptual appearance (or “look”) of the given diagram. We argue that more opportunities might be given to both primary and secondary school students in which they can exercise not only their spatial reasoning skills but also consolidate and use their existing domain-specific knowledge of geometry for productive reasoning in geometry.
spatial reasoning, Domain-specific knowledge of geometrical shapes, 2D representations, 3D shapes
1033-2170
235-255
Fujita, Taro
8564512b-09a9-498f-8fc7-0569d071f04c
Kondo, Yutaka
ba75a432-5351-425c-9c6a-526ec5f4b537
Kumakura, Hiroyuki
e7b62c78-5b51-4ccb-85a5-f2dc3e94bee2
Kunimune, Susumu
c1255c4f-6293-4a26-a8b6-ff02013e3192
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Fujita, Taro
8564512b-09a9-498f-8fc7-0569d071f04c
Kondo, Yutaka
ba75a432-5351-425c-9c6a-526ec5f4b537
Kumakura, Hiroyuki
e7b62c78-5b51-4ccb-85a5-f2dc3e94bee2
Kunimune, Susumu
c1255c4f-6293-4a26-a8b6-ff02013e3192
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f

Fujita, Taro, Kondo, Yutaka, Kumakura, Hiroyuki, Kunimune, Susumu and Jones, Keith (2020) Spatial reasoning skills about 2D representations of 3D geometrical shapes in grades 4 to 9. Mathematics Education Research Journal, 32 (2), 235-255. (doi:10.1007/s13394-020-00335-w).

Record type: Article

Abstract

Given the important role played by students’ spatial reasoning skills, in this paper we analyse how students use these skills to solve problems involving 2D representations of 3D geometrical shapes. Using data from in total 1357 grades 4 to 9 students, we examine how they visualise shapes in the given diagrams and make use of properties of shapes to reason. We found that using either spatial visualisation or property-based spatial analytic reasoning is not enough for the problems that required more than one step of reasoning, but also that these two skills have to be harmonised by domain-specific knowledge in order to overcome the perceptual appearance (or “look”) of the given diagram. We argue that more opportunities might be given to both primary and secondary school students in which they can exercise not only their spatial reasoning skills but also consolidate and use their existing domain-specific knowledge of geometry for productive reasoning in geometry.

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Accepted/In Press date: 2 May 2020
e-pub ahead of print date: 27 May 2020
Published date: 1 June 2020
Additional Information: Publisher Copyright: © 2020, The Author(s).
Keywords: spatial reasoning, Domain-specific knowledge of geometrical shapes, 2D representations, 3D shapes

Identifiers

Local EPrints ID: 441656
URI: http://eprints.soton.ac.uk/id/eprint/441656
ISSN: 1033-2170
PURE UUID: 0c08f72c-64a7-4013-9a9e-5ba06dbbbabb
ORCID for Keith Jones: ORCID iD orcid.org/0000-0003-3677-8802

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Date deposited: 23 Jun 2020 16:31
Last modified: 04 Oct 2022 16:50

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Contributors

Author: Taro Fujita
Author: Yutaka Kondo
Author: Hiroyuki Kumakura
Author: Susumu Kunimune
Author: Keith Jones ORCID iD

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